Wednesday, July 15, 2015

Assessment Tools for Education!

I am using Kahoot for my assessment tool that I will be using for my WebQuest project.
 Kahoot is a website where teachers can use quizzes in the form of games for assessing formative progress. Students use computers, cell phones, or other devices to join in the games. The teacher can create flashcards, upload videos and use Kahoot as part of the curriculum, or students can create review games to share with each other. Although the teacher can see overall how the class is doing, there is not quantitative data to demonstrate which students are truly logging into their accounts as themselves.

A teacher can use Kahoot to create a discussion forum, quiz, or survey!
 

 A teacher can also upload videos or images for each question when developing a quiz.


I like the style of this assessment tool online much better than others I have used before. It's similar to surveymonkey too, but only the survey part.

Thursday, July 9, 2015

Website Eval - LiveMocha (making me want a latte...)

LiveMocha

 

Software/Website Title: Free Online Language Learning with LiveMocha!
 
Website URL: www.livemocha.com
 
Grade/Age/Proficiency Level: Proficient for 9-12th grade students learning a new language, or any young adult to adult learner of a new language.
 
Language & Content: Spanish Acquisition as a Second Language
 
1)What is the intended purpose of the software or website?

The purpose of this website is to give anyone the opportunity to learn any of several languages for general practice, language acquisition, travel essential phrases, or more.
2)What is the content of the software or website and how is it presented?
 
The content of the website is based on the best-selling language learning software known as Rosetta Stone. LiveMocha offers a free version of Rosetta Stone with some of the newest technology in computer-assisted language learning. It is mostly presented to school districts’ language departments. Schools may purchase “golden keys” which unlock several levels of the LiveMocha software online and allow complete access to the students and/or teachers. People may try free versions of the software, but it doesn’t take a person very far into language acquisition.
 
3)What external documents (some guides) does the software or website include? Are they effective?
 
None on this website.
 
4)In what ways is the software or website interesting to the target audience?
 
There are 35 languages available for learning on LiveMocha. The target audience is any student or adult wanting to learn one of the languages, or a school teacher wanting to use the software as a supplemental curriculum.
 
 
 
5)For what language goal(s) is this software or website useful/effective?
 
From the Indiana state standards of teaching World Languages, this software highlights the 5 C’s of language learning; Communication (reading, writing and speaking the target language), Cultures (developing awareness of other cultures), Connections (making connections in other content areas), Comparisons (investigating the nature and language and culture), and Communities (becoming an active global citizen by experiencing languages and cultures in multiple settings).
 
Here are screenshots of each of the 5 C’s:





 

 
6)    How can teacher use this program or website to offer practice to students? Assessment? Feedback? Of what kinds? (give examples)
 
The teacher or school can purchase golden keys or their classroom and LiveMocha will set the teacher up as an administrator for their students’ accounts. The teacher has the ability to see the students’ work, progress, and how they are communicating with each other or foreign speakers that also are learning languages in other countries. LiveMocha sets up their own assessments through “gold coins” that the students receive for giving feedback to other language learners, which highlights the Communities standard.
 
 
7)    Is this software or website easy to use? (i.e., navigation, layout, etc.)
 
This website is very user-friendly and the navigation is simple. Below is the opening page for an account. Every place to get to is navigated from the tabs on the left side of the screen.
 

 
8)    What are the strengths of this software or website?
 
The strengths of this software is that it is the perfect example of a new CALL program/software that students in the classroom can utilize as a tool. Teachers can use this as a supplement, which it does cover the 5 C’s of world language learning for the state of Indiana. The strengths of the website is that it is user-friendly and allows students to listen, speak, write, and chat with other participants globally.
 
9)    How can this software or website be improved?
 
The software could potentially be improved by updated media formatting such as, but not limited to: photo examples of vocabulary (flash cards), native speakers in dialogue form, and writing examples that would be more specific to the lesson being learned. Overall, the website is really improving, and consistently moving forward.


Friday, July 3, 2015

Reflection @ Halfway Point


This course has been really eye-opening for me as a language educator, even at our midway point. I have personally been very attracted to the opportunities in the use of technology in the classroom, but have not been at a school that has had the budget to incorporate the necessary tools for me to utilize CALL into my teaching. Now that I will be transitioning to a new teaching job, the school is very advanced in technology. For example, every student and teacher will be getting their own personal computing device for school related purposes. The students will be required to carry them to class, and teachers are being trained throughout this summer on how to best utilize Computer-Assisted-Learning in each content. However, for me as a Spanish teacher, I get to actually use CALL in one month! As a matter of fact, the Spanish curriculum has been upgraded for this next school year as well and I will be using a web-based curriculum. The students will have textbooks available for reference inside of the classroom only, and they will be required to be logged on online in our interactive textbook during class. It will definitely be a learning experience, but having this class this summer is perfect timing!

Something new that I have been introduced to in this course is that through the readings from Levy (2009) and Warschauer (2004), there is extensive research and productive findings to demonstrate to other language educators that students can and “should perform real-life tasks on the Internet and solve real-life problems in a community of peers or mentors in target language” (Warschauer 2004). From the developmental keys to CALL, I realized that integrating research projects and outreach projects to the community would be an amazing way to perform these essential tasks.

What I would like to learn next would be how to design lessons around CALL being an essential part of my day. I have a new curriculum to learn within the next month, and I am a planner! I would like to understand the actual integration aspect to CALL for teaching a language and examples, perhaps of what a CALL classroom looks like! If possible, I would like to explore different CALL programs, similar to the study we did this week with MALL evaluations. I want to explore different programs and research their output and success rate with students. I am expected to create lessons and assignments based on the new curriculum, and must do this all online.  I would like to know what online programs I can use i.e. Prezi, iMovie, in order to design and structure my courses.

I believe I am doing well in this course. The other students are great, and so professional in their discussions and work fields. Ai-Chu has been great at communication and the goals of the course are very specific. I have enjoyed the readings, have been able to submit all work and appreciated the feedback given from the students and professor. Plan on finishing the course as strong as I started!

Wednesday, July 1, 2015

Mobile App Review for learning Spanish


Language Learning App Review

Spanish Class Demo (free)

 
1.0              This application for learning Spanish is available for download through the Android Play Store. It is a free application and has one hundred thousand downloads. The last updated date for the application was June 8, 2015 which fixed a few glitches that were reported by users such as: writing exercises, image exercises, and making it possible to add your own words and phrases to the app. The updates for the writing exercises are for the word, verb and grammar exercises that get a ‘writing’ instead of multiple choice options, which will present the user with a textbox to type in instead of the multiple choice questions, for more of a challenge.  The updates for the image exercises will be for uploading and using clock times.

2.0              The size of this application is ______ and it has been developed by Cognitecco, which is an IU consulting firm based in Belgium. The company is owned and run by the only employee and manager, Steffen Luypaet. He has Bachelor in Psychology and Masters in Computer Science, Artificial Intelligence and Usability Design, and has 12 years of professional experience in Java, web development and business analysis.

3.0              The target audience for this application is for anyone globally who wants to learn Spanish for the first time, use for traveling purposes, or for practicing a continuing learning of the language.

4.0              The Language Activities and Skills that the application contain are the following: Reading, Speaking, Writing, Vocabulary, Listening, Grammar and Pronunciation. Culture is not offered as a section of reference or activity.

5.0              The Spanish Class Demo application is meant to support language learning of Spanish. It contains a complete offlice course for Spanish, together with interactive verb, vocabulary, grammar and listening exercises. It is ideal to extend vocabulary and practice verb conjugations and listening skills while waiting for the bus, sitting on the train, or waiting for someone. The content is split up in different course levels, called semesters. In this Demo version, only the first semester is available.

5.1              The features of the application are: Vocabulary Reference, Verbs Reference, Grammar Reference, Phrases Reference, Vocabulary Exercises, Verb Exercises, Grammar Exercises, Listening Exercises, Exercise History, Statistics and Awards, and Text to Speech.

6.0              In this section I will evaluate the language learning application.

6.1              The purpose of this app is very clear, thus very satisfactory and appropriate for the target learner of beginner, traveler, or continuing learning.

6.2              The content of the app is accurate. Being a certified Spanish teacher and fluent user, I feel I have a good sense of what content is being taught and used. Spelling, grammar, and learning materials for verb memorization and review is very satisfactory.

6.3              The usefulness of the app is satisfactory for learning Spanish. The information is basic, but helpful. The activities are somewhat practical, and could potentially be more culturally centered.

6.4              The user does not have the flexibility to adjust any settings to meet their needs, technically speaking. In this demo version, only one semester of courses is offered, and the user would not be able to advance if they were thriving in the content. However, the app does offer various modes of learning activities such as listening, flash cards and writing answers. There is not opportunities for collaboration with other users. This app’s flexibility would fit a neutral category.

6.5              The authenticity of this app is debatable. The term “authenticity” suggests that as much real-life perspective and content that can be incorporated into the learning methods should be used. I would rate the authenticity of the app as satisfactory because it does take very practical verbs, phrases, and vocabulary and put them into activities and situations that every human being would encounter in the real world at some point, which are the most common.

6.6              With this demo, the user is somewhat motivated to use the app and be engaged in returning with interest. It is a fun learning environment, but can end quickly if the user does well and works fast with the activities. If the user would purchase the full version, I feel that they would have a higher level of engagement. This would be neutral for the demo app, but very satisfactory at the full version.

6.7              The feedback from this app is very satisfactory. After each activity, be it writing or reviewing, there is immediate feedback and awards given for the level of cognitive application through the learning modules.

6.8              The learning materials of this app could easily be integrated into a Spanish curriculum because there are groupings of subjects, vocabulary, and verb conjugation exercises that mirror relevant material in curricula. The integration of this app is very satisfactory.

6.9              Surprisingly, user assistance is available. Even though the company is run by a one person franchise, there are routinely scheduled updates and the owner is consistent at responding to comments and feedback from users. Support is satisfactory.

6.10          This particular app (demo) is free, and it is worth the download. It allows an appropriate insight to Cognitecco and what they can offer at the full rate for the more complex language learning apps. The price for this version is satisfactory.

6.11          The level of reliability of this app is very satisfactory. Not once did I find a glitch or bug while using the app. However, using it with a full signal Wi-Fi connection surely helped.

6.12          The presentation of the app is very satisfactory. The content is presented clearly and the user interface is attractive, catchy, and all screen displays are effective.

6.13          The organization of this app is very satisfactory because the design was to mirror that of a Spanish curriculum by dividing the content and features into separate categories and levels for users to navigate easily.

6.14          The navigation of this app was very satisfactory as it allows on-screen instructions and navigation tools to help users visualize how to utilize the app. Using the touch screen feature for this app is very effective in how it was designed to be explored.

6.15          The multimedia component to this app is unsatisfactory. There were useful and effective graphics, sound and color, but it could have been elevated to meet the visual aids appropriate for an older audience. The graphics and colors were fit for potential elementary age users.

7.0              My overall rating for Spanish Class Demo would be Good, Appropriate for Use. Although several components were highly satisfactory, I would like to review the full version before being ready to sign up my entire class of students for this app to practice outside of the classroom.

 

REVIEWED BY: Lyndsee Hawkins

REVIEW DATE: June 28, 2015 – July 1, 2015

Tuesday, June 23, 2015

Week 3: Language Learning Online

This is an example of an in-class and in-course activity and program I have used in the past. LiveMocha. It's pretty cool. I would take a look at it if you are a language teacher. I'm open for comments and discussion. I'm always trying to improve...


Share Fair Activity Worksheet

 §  Target language: Spanish

§  Target student (age, level): Ages 15-18, Levels 1-4

§  Topic/Theme: Topic was having the students make plans with a native speaker to meet for coffee and discuss planning a surprise birthday party for their mutual friend.

§  Skill focus: The focus was primarily on conversational Spanish that would increase the student’s ability to improve lexical Spanish, syntactical Spanish, and phonology of Spanish.

§  Objective: Indiana Standards 3 and 4: COMMUNICATION: Learners interpret and present information to an audience of listeners or readers on a variety of topics (presentational).

 

§  Time: 45 minutes total (5 minutes to plan a meeting place and time with native speaker; 40 minutes at a coffee shop speaking and listening with native speaker to plan the birthday party)

§  Software/Web address: www.livemocha.com

§  Procedure for the activity: The activity will require the student to listen to a simulated conversation with a native speaker of any given Hispanic country and the student must respond orally in context with the questions and conversation being observed. The students have the entire 45 minute class to complete this activity. This will allow them time to re-record themselves if they catch errors in speech.

§  Assessment (how will you know that students have learned?): I receive oral feedback from native speakers and teachers that work with LiveMocha who give the students ratings based on a grading rubric and overall impressions of the student’s ability to communicate in Spanish.

Week 2: Conceptual Meaning

I am researching for my personal graduate study and thesis on the comparison of Spanish curriculum as it is taught in Hispanic countries, as well as in Indiana. Today, I'm reading a book that I found very helpful in my research, but was also pleasantly surprised to find a whole chapter dedicated to CALL. The book is called "The Art of Teaching Spanish", edited by Salaberry & Lafford. The chapter is 7.0 Online Language Learning: The Case of Spanish Without Walls. Below is the link to purchase the book. It is also in the IU Wells Library. Also below is a couple of excerpts taken from the introduction to give an idea of what the research looks like:
Blake & Delforge
“Two factors dominate the recent interest in distance learning courses for foreign langauges: (1) their potential to make language education available to those who cannot attend traditional classes because of time constraints or geographical location, and (2) their capacity to provide increased access for the study of less commonly taught languages” (127).
“Recent innovations in computer technology, however, which include multimedia computer-assisted language learning (CALL) materials as well as the available of systems capable of supporting computer-mediated communication, make it possible for participants in online courses to engage in the active construction of L2 knowledge and to interact with one another in ways considered conducive to language learning” (127).
http://www.amazon.com/Art-Teaching-Spanish-Language-Acquisition/dp/1589011333/ref=sr_1_1?s=books&ie=UTF8&qid=1435081385&sr=1-1&keywords=the+art+of+teaching+spanish

I'm excited to incorporate this into my own research, and it's great that I get to use this in both areas of my graduate work with coincidentally taking this CALL course over the summer. What a gem of an opportunity!

Has anyone else found helpful resources?

Thursday, June 11, 2015

Week 1 - Warschauer (2004)

This week's reading regards how CALL could enhance the opportunity of language learning development in the classroom. This article was a great read and really innovative in the way of CALL in the classroom. It's a little eye-opening for a student like me who grew up in the 90s in primary school and the early 2000s for high school that was learning about this "internet" thing for the first time with millions of other global citizens.

I know how to use a textbook. I was taught how to use a textbook. I was taught how to use the glossary. Most of my students want to just pull out their phones and use the Word Reference app in class. I'm up to date for the most part on globalization and technology, but I'm still a nervous-nelly when it comes to integrating it into the classroom. I'm overall excited about it, but the nervous part comes from this fear that I have as a citizen and educator that takes pride in the way I was taught in schools and the character that I learned through it because of hard work. I never used Google in school growing up. Not once. Didn't even really start using it until like 2004 or something. I used encyclopedias and my teachers put me in groups that would have to look up resources the hard way. That taught character and it really paid off when we received the good grade.

Now part of me feels like students have so much access to anything and everything, that there is no incentive to work for it. If they can just use technology to give them the answer, will they retain it?

I was just chatting with my best friend over this same topic tonight at dinner. What if those of us born in the 80s, who grew up in the 90s and so forth just understand education in a different manner because of the way we were taught? Maybe I'm comfortable with the textbook because I understand it. Maybe my students are comfortable with technology in the classroom because they understand it, unlike textbooks.

Sunday, June 7, 2015

Anticipatory Day Negative One

Class starts tomorrow. I have a preconceived notion regarding the course content and it happens to be that I am unsure what is to be expected. I have read the syllabus, understand the general point of the course, but am unversed on the WebQuest expectations, etc. I'm hoping that after this initial week of postings, discussions and the reading that I will have a better grip on the reality that is to be expected of me in this course.

I'm hoping that I will learn a lot more than I already realize about the topic of language learning online. I have taught an advanced course of Spanish using an online-generated program, and had overall success of completion, but low ratings with the course content itself. I am curious as to the teachings of our upcoming course.

Day (-1) Post - Senora H